Application of interactive electronic whiteboard in physics teaching
Abstract: To explore the effective application strategies and methods of interactive electronic whiteboard in primary and secondary school classroom teaching, and further carry out the integration of information technology and curriculum, and accelerate the pace of new curriculum teaching reform.
Key words: Technology whiteboard teaching application
Governments at all levels in Suzhou have invested a lot in education. For a long time, the competent departments of education have attached great importance to the transformation of traditional educational resources and the introduction and application of modern advanced educational resources. The development of modern information and education technology is in front of the whole country, and the development level is relatively high. At present, in the educational and teaching activities of some schools in Suzhou, the practice and exploration of reforming and improving the educational and teaching methods by using modern educational technology have been widely carried out, and the best ways and methods of integrating the two have been explored in order to promote the curriculum reform. In this period, the application of interactive electronic whiteboard in teaching has begun in some schools, some preliminary research and practice have been carried out, and some positive results have been achieved, and some experiences have been summarized, which will promote the wide application of interactive electronic whiteboard in primary and secondary schools in the future, and explore the effective application of interactive electronic whiteboard in primary and secondary school classroom teaching strategies and methods. It is a forward-looking practice to further develop the integration of information technology and curriculum and accelerate the pace of new curriculum teaching reform.
This paper intends to discuss some views on the application of Songling No. 1 Middle School in Wujiang City, Suzhou in the interactive whiteboard physics teaching and my own operation in the classroom practice, which is a brick to introduce jade, looking forward to correct teaching.
First, the limitations of traditional classroom teaching in the course integration process under the background of modern information education technology
The purpose of the new curriculum reform is to cultivate students' innovative spirit and practical ability, promote the healthy development of each student's body and mind, cultivate good moral character, and meet the needs of students' lifelong development. The new curriculum reform puts the autonomy and initiative of students' development in a prominent position, emphasizing stimulating students' learning interest, learning motivation, independent participation, and completing quality education. Taking physics as an example, the new curriculum reform emphasizes the cultivation of students' scientific inquiry ability, advocates students to find problems, make guesses, design inquiry experiments, and cultivates students' ability to collect and process data information, obtain conclusions and new knowledge, analyze and solve problems, and evaluate communication and cooperation. The new curriculum reform pays attention to the individuality and difference of students' development, attaches great importance to the development of students' individual potential, so that every student can be fully developed, and requires teachers to pay attention to the interaction with students. At the same time, the new curriculum reform emphasizes the teachers' teaching reflection, adjusting the teaching strategy in the continuous reflection, and finally achieving the teaching goal. Due to the long-term influence of traditional education, especially exam-oriented education, in the process of implementing the new curriculum reform, many drawbacks of traditional classroom teaching have been exposed, and the limitations of traditional teaching have become increasingly apparent. We shall not summarize it as follows:
(1) Limitations of teachers' ideas
Curriculum reform is a trend in the process of education development. As teachers, everyone wants to keep up with the trend and keep pace with The Times. Therefore, some teachers seek new changes in order to make their teaching behavior have the characteristics of the new curriculum reform or just stick the label of the new curriculum reform. For example, the use of multimedia technology in class can make their own classroom some new ideas, these practices are appropriate? The answer is yes. But many teachers blindly seek new, simply think that the use of modern educational technology in a class is in line with the spirit of the new curriculum reform. Although modern educational technology is the result of innovation and has advanced factors, it ultimately exists as a teaching aid and teaching tool. Whether it meets the spirit of the new curriculum reform does not depend on whether you use modern educational technology and other tools, but on how you use teaching tools.
The essence of modern educational technology is the development and utilization of learning resources to promote learning, the design and selection of teaching media, the important thing is to see whether it has really achieved the effectiveness of enriching learning resources, optimizing learning process and improving learning efficiency.
Therefore, the author believes that it is very good to use modern educational technology, but there is still a problem to be solved.
To promote curriculum reform, the key is the renewal of educational concepts. However, some teachers only pursue the use of high-tech in teaching forms, but fail to update their teaching concepts, strategies and teaching behaviors in a timely manner. They wear new shoes and follow the old path, and even change "human irrigation" into "machine irrigation", which increases the burden on students. Some of the multimedia teaching equipment as a high-level projector (only broadcast subtitles, or even just like TV, a slide one by one, the application level is very low, some teachers in the past, and now some teachers "screen propaganda", there is no new change in teaching behavior, learning concept, which is obviously a waste of teaching resources.
(2) Limitations of teaching resources
For a long time in our traditional classroom teaching, most teachers are accustomed to the use of traditional teaching resources, which are textbooks and exam papers. Teachers are content to use textbooks step by step to teach students the standard answers on teaching reference. In addition, they use scissors and paste to make exam papers and train students. It should be said that the use of traditional teaching resources to impart knowledge to students has played a certain role in achieving teaching objectives under the traditional exam-oriented education model, but it also limits the development of many abilities of teachers and students, and hinders the cultivation of innovative talents. If the teaching resources available to teachers and students are mainly limited to textbooks and teaching reference books, the teaching resources that teachers and students come into contact with will be greatly limited. In today's global informationization, on the one hand, it reflects the low efficiency of our teachers in using teaching resources, resulting in the waste of teaching resources; On the other hand, it is not conducive to the cultivation of scientific literacy and information literacy of teachers and students.
Through the combination of information technology and computer network, teachers have broadened their horizons, become more active in thinking, and come into contact with more extensive resources than before, with freedom and flexibility. However, in the real classroom teaching, teachers will not and cannot present all useful teaching resources in front of students, and the resources that students come into contact with in classroom teaching are still limited, and teachers cannot make full use of all teaching resources to let students access to comprehensive knowledge. This is also a limitation of modern information conditions, causing us confusion.
(3) Limitations of teacher-student interaction
In the traditional classroom teaching, the so-called preaching, teaching and perplexing are mainly teacher-based teaching. In the teaching process and various mutual relationships, we too simply emphasize the subject position of teachers, which strengthens the subject-object relationship in the process of teaching and learning, while ignoring the subject-object relationship in the process of teaching and learning. Students are in a passive state of learning and accepting knowledge, and the interaction between teachers and students in the classroom teaching process is mainly reflected in the simple way of teachers' questions and students' answers. This method not only causes people to question the principle of fairness in teaching, but also limits students' thinking to a large extent and the interaction between teachers and students, and the interaction between students and students is even less.
After the new curriculum reform, we also have the same problem in the process of studying the integration of curriculum and technology, that is, the process of combining information technology and curriculum integration. In the author's research on junior high school physics and analysis of some cases, it is not difficult to find that the application of information technology in class is basically reflected in teachers using computers to complete courseware production, while many teachers just bring ready-made courseware available on the Internet and present the knowledge originally written on the blackboard in a hardware carrier. It is only a change in the form of imparting knowledge. Fundamentally, it does not mobilize the initiative of students or change the interaction between teachers and students in the classroom. For example, the physics teaching in junior middle school after the new curriculum reform emphasizes the cultivation of students' spirit of scientific inquiry and requires students to learn scientific inquiry and know some basic elements of scientific inquiry. However, in reality, teachers are still the pre-set result. Students are still learning according to the teacher's arrangement, and they have not stimulated and stimulated their own thinking. In this way, how can we talk about scientific inquiry? This is also a great contradiction that we encounter in the course of physics teaching, and it can also be said that it determines the achievement of our goals after the new physics curriculum reform. Due to the neglect of the subject status of middle school students' learning in the teaching process, students can only passively receive the course ideas designed by teachers or the content of courseware display, and can not participate in the discussion, let alone make arbitrary modifications. The individuation of students is greatly limited in such classroom teaching, and the development of students' personality is out of the question, which can not really meet the learning needs of different students.
(4) Limitations of teachers' reflection
For a long time, we have emphasized teachers' lesson preparation, carefully written lesson plans, and required teachers to carefully analyze the textbooks before class, grasp the contents of the textbooks, find out the important and difficult points in the textbooks, study teaching methods, and even design the classroom board books in advance, which has formed our fixed teaching ideas and models. However, we have neglected an important link, that is, there is no requirement for the summary and reflection of teachers after class, which is also a fundamental reason why our teachers' teaching level has not been greatly improved for a long time. The Outline of Basic Education Curriculum Reform of the Ministry of Education clearly puts forward new requirements on the level of teachers' own quality and ability. It emphasizes that teachers should reflect on teaching and analyze and reflect on the teaching process after class. In other words, after the end of classroom teaching, teachers should timely judge the effectiveness of the teaching process according to the actual situation shown by students in the teaching process. Only by summarizing and reflecting on all aspects of classroom teaching and constantly revising and improving can we achieve continuous progress and constantly improve the teaching level.
We talk about the traditional classroom teaching and the curriculum integration practice based on information technology in recent years have shown such a problem, that is, the teacher's teaching reflection is very weak. The main reason is that neither of these two teaching modes can enable teachers to record students' thinking from time to time, nor can they allow teachers to freely modify and improve the content of courseware in the course of classroom teaching. As a result, there are often omissions and deviations when teachers conduct teaching reflection after the end of classroom teaching, and they cannot really realize teaching reflection effectively. To play a role in promoting teaching reflection, the so-called form of teaching reflection is often greater than the content.
(5) Limitations of experimental conditions
Taking junior high school physics as an example, the new curriculum reform puts forward high goal requirements for experimental teaching, emphasizing scientific inquiry in the learning process of physics, and clarifying several elements of scientific inquiry in the textbook: (1) raising questions, (2) conjecture and hypothesis, (3) making plans and designing experiments, (4) conducting experiments and collecting evidence, (5) analysis and demonstration, (6) assessment, and (7) communication and cooperation. Physics is a subject based on experiment, poor experimental conditions will directly affect the implementation of the new physics curriculum
We are used to dividing traditional physics experiments into two categories: demonstration experiments; The second is group experiment. These two kinds of experiments are very important and indispensable in physics teaching. However, after the new curriculum reform, in the face of the new curriculum standards, we found that the traditional experimental conditions and environment, as well as the experimental methods and means, have serious limitations on the teaching of the new curriculum. The demonstration experiment is done by the teacher, the teacher demonstrates the experimental process and results to the students, and the students do not participate in the experiment process, which affects the enthusiasm of students to learn and the development of ability; In group experiment mode, teachers usually teach experimental principles, prepare experimental equipment, give a fixed experimental scheme, and students just do it step by step. There are few opportunities to choose, create and think about better experimental methods. Traditional experiments, whether group experiments or demonstration experiments, are carried out under the premise of presetting results, and the experimental scheme is medium distance and single mode. Under the background of new curriculum reform, the goal of physics experiment teaching is not only to conduct some experimental operation training, but more importantly, to improve students' creative thinking and hands-on ability through the process of completing experimental inquiry independently. The teacher should be the instructor and collaborator of the student experiment, and the student is the subject of the experiment. From the practice in recent years, it is obvious that our experimental conditions and environment can not adapt to the requirements of the new curriculum reform.
Second, the advantages of interactive electronic whiteboard application under the background of new curriculum reform
Previously, we discussed the main functions of interactive electronic whiteboard and the limitations reflected in traditional teaching. From the perspective of the purpose and direction of the new curriculum reform and advocacy, the introduction and application of interactive electronic whiteboard in the classroom teaching process under the condition of information technology has obvious and powerful advantages in overcoming the limitations of traditional teaching, improving teachers and developing students.
(1) Interactive advantages of classroom teaching
The electronic interactive whiteboard has effectively overcome the tendency of overemphasizing the dominant position of teachers in the traditional classroom teaching process, and the main position of students' learning has been strengthened in the various mutual relations between teaching and learning, showing the main relationship between teaching and learning. This provides the basis for the interaction between teachers and students in classroom teaching. Different from the multimedia technology and ordinary information technology courseware we used in the past, the use of interactive electronic whiteboard is actually the traditional classroom design into a digital classroom environment. Teachers use interactive whiteboard to impart knowledge to students in classroom teaching, and students can also participate in this activity process. Students can question or make personalized changes to various knowledge elements and courseware presented by teachers on the board according to their own thinking and understanding, and these operations of students will not destroy the original teaching content and courseware of teachers, because the interactive electronic whiteboard can save and restore the original courseware of teachers. This can effectively eliminate the shackles of traditional classroom teaching to students, and classroom teaching tends to be more free and democratic.
The powerful function and flexible interaction of the electronic interactive whiteboard fully mobilize the enthusiasm of both teachers and students. In such a teaching environment, the thinking of both teachers and students become extremely active and open. The ideas of both teaching and learning collide in the continuous interweaving process, and the collision will inevitably produce sparks, so that the classroom atmosphere will become active and harmonious. Students' participation in class is effectively improved. Through this beneficial interaction, students' thinking ability, language expression ability and communication ability are also cultivated.
(2) Extensive advantages in teaching resources
The traditional teaching mode is difficult to realize the sharing and utilization of teaching resources, one teaching and one book, white dust medium life, is a portrayal of traditional teachers. In classroom teaching, it is not difficult for teachers to obtain teaching resources, but it is difficult to present a large number of useful resources to students, especially a large number of network resources are difficult to be effectively used, which is mainly restricted by the existing technical conditions. Teachers in a lot of times or in accordance with their own ideas to carry out some selective work, and then presented to students in the classroom, which in fact has become the modern information technology under the condition of scissors and paste.
Interactive electronic whiteboard has a rich teaching resource platform, a large capacity of the resource library, and the amount of resources stored in this resource library are original, is not processed, not man-made with a fixed pattern of courseware, so that teachers and students can be very convenient and free to take on demand, easily choose their own resources in the resource library. And can be arranged into their own teaching process and courseware at will to form their own unique personalized course teaching and classroom teaching courseware.
Interactive whiteboard technology also has good compatibility, teachers can call a variety of software to support teaching resources or directly apply software for classroom teaching, the use of network connection technology, can directly use the rich teaching resources on the network, which greatly improves the efficiency of classroom teaching, and greatly increases the teaching capacity.
The second is the advantage of interactive electronic whiteboard application under the background of new curriculum reform
Previously, we discussed the main functions of interactive whiteboards and the limitations embodied in traditional teaching. From the point of view of the purpose and direction of the new curriculum reform and advocacy, the introduction and application of interactive electronic whiteboard in the classroom teaching process under the condition of information technology has obvious and powerful advantages in overcoming the limitations of traditional teaching, improving the level of teachers and developing students.
(1) Interactive advantages of classroom teaching
The electronic interactive whiteboard effectively overcomes the tendency of overemphasizing the dominant position of teachers in the traditional classroom teaching process, strengthens the main position of students' learning in the mutual relationship between teaching and learning, and shows the main relationship between teaching and learning. This provides a basis for teacher-student interaction in classroom teaching. Different from the multimedia technology and ordinary information technology courseware we used in the past, the use of interactive electronic whiteboard actually turns the traditional classroom design into a digital classroom environment. Teachers use interactive whiteboards to impart knowledge to students in the classroom, and students can participate in the process. Students can question or modify the various knowledge elements and courseware presented by the teacher on the whiteboard according to their own thinking and understanding. These operations of students will not destroy the teacher's original teaching content and courseware, because the interactive electronic whiteboard can save and restore the teacher's original courseware. This can effectively eliminate the shackles of traditional classroom teaching on students, and classroom teaching tends to be free and democratic.
The electronic interactive whiteboard has powerful functions and flexible interactivity, fully mobilizing the enthusiasm of teachers and students. In such a teaching environment, the thinking of both teachers and students becomes extremely active and open. The ideas of teaching and learning collide in the process of continuous interweaving, and the collision will inevitably produce sparks and make the classroom atmosphere become active and harmonious. Students' participation in class has been effectively improved. Through this kind of beneficial interaction, students' thinking ability, language expression ability and communication ability are also cultivated.
(2) Extensive advantages in teaching resources
The traditional teaching mode is difficult to realize the sharing and utilization of teaching resources, and the life of one teaching book and white dust medium is the portrayal of traditional teachers. In classroom teaching, it is not difficult for teachers to obtain teaching resources, but it is difficult to present a large number of useful resources to students, especially a large number of network resources are difficult to be effectively used, which is mainly restricted by the existing technical conditions. In many cases, teachers still do some selective work according to their own ideas, and then present it to students in the classroom, which has actually become the scissors and paste under the conditions of modern information technology.
Interactive electronic whiteboard has a rich teaching resource platform, a large capacity resource library, and the amount of resources stored in this resource library are original, not processed, not artificial courseware with a fixed model, so that teachers and students can be very convenient and free on-demand access, easy to choose their own resources in the resource library. And can be arranged into their own teaching process and courseware, to form their own unique personalized course teaching and classroom teaching courseware.
Interactive whiteboard technology also has good compatibility, teachers can call a variety of software to support teaching resources or directly apply software for classroom teaching, the use of network connection technology, you can directly use the rich teaching resources on the network, thus greatly improving the efficiency of classroom teaching, greatly increasing the teaching capacity.